This project studies mathematics professional development leaders' understandings and practices associated with developing mathematically rich learning environments. It investigates this issue by considering: How can leaders cultivate professional development environments in which teachers have a greater opportunity to grapple with and deeply understand mathematics? The project studies how explicit attention to the cultivation of sociomathematical norms influences leaders' understanding of the process of creating mathematically rich environments and the impacts on their practices.
Assoc. Professor of Curriculum and Instruction
About Me (Bio)
Elham Kazemi is an associate professor of mathematics education at the University of Washington. Her work fits within a growing body of research that explores the long-term supports that enable teachers and schools to meet the complex demands of teaching mathematics for understanding. She has extensive experience designing and studying professional development experiences for teachers in which they learn about and design instructional practices that build student reasoning in mathematics. Two central themes run through her research: (1) examining tools for professional education and teacher learning, and (2) investigating student learning and classroom practice. Currently she is collaborating on two projects. The first (RMLL: Researching Mathematics Leader Learning) aims to study the knowledge and skills that professional educators need when leading mathematical tasks in professional development. The second (LTP: Learning in, from, and through Practice) involves supporting ambitious pedagogy by redesigning mathematics teacher education to focus on the use of routine instructional activities and coached rehearsals.
Supporting School Administrators in Leading Towards Racially Just and Ambitious Mathematics Instruction
University of Washington (UW)
This project focuses on developing anti-racist mathematics teaching and learning practices that have led to inequitable school experiences for Black, Indigenous, and Latinx students. This study is a partnership with school and central office leaders from one district and educational researchers from three universities with expertise in both educational leadership and mathematics education. Partnership activities include documenting how leaders learn and develop anti-racist leadership practices and then measuring the impact on teachers’ instruction and students’ experiences.